The Role of Learning Systems in Creating Comfortable and Effective Learning Environments
DOI:
https://doi.org/10.5281/zenodo.22486971Keywords:
learning environments, learning spaces, smart classrooms, learning management systems, environmental comfort, biophilic design, universal design for learning, artificial intelligence, hybrid learning, and higher educationAbstract
Learning environments play a critical role in students’ participation, engagement, and learning. As higher education becomes more blended, incorporating face-to-face, digital, and technology-enabled modalities, the notion of comfort within academic settings extends beyond furniture and classroom arrangements. This paper explores technological, environmental, structural, pedagogical and administrative factors associated with creating comfortable learning environments that foster learners’ experience, inclusion, interaction, and performance. The study employs a mixed-methodology approach that capitalizes on survey responses provided by 250 students and 60 faculty members at five higher-education institutions, classroom observations, interviews with stakeholders, and a review of relevant institutional documents and policies. Among the key areas examined in this study are smart classrooms, online learning platforms, augmented and virtual reality, classroom environments, biophilic designs, accessibility features, blended learning, student services, and artificial intelligence. Preliminary findings reveal students’ affinity for interactive classrooms, day-lighting, temperature control and green spaces, whereas faculty members report increased engagement through classroom surveillance and cohort management, and challenges related to training and change management. Similarly, comparative analyses indicate the value of hybrid learning settings as a useful compromise between classroom-based, online, and blended instruction, which address participants’ comfort concerns related to physical, digital, and administrative resources. This study concludes by postulating that comfortable learning environments require techno-organizational solutions as opposed to singular interventions.
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